There are many best practices in academic advising. They are typically found in industry publications. The Standards for Academic Advising Programs (Council for the Advancement of Standards in Higher Education, 2022), for example, provides program benchmarks and guidelines for improvement to advising professionals. NACADA, the Global Community for Academic Advising, publishes a wide variety of texts that focus on best advising practices. These include, but are not limited to, Academic Advising: A Comprehensive Handbook (Drake et al., 2013), The New Advisor Guidebook (Folsom et al., 2015), the NACADA Journal, NACADA Review, and several smaller pocket guides. While these publications are readily available to advising professionals, they can be costly and time-consuming for academic advisors who are often short on both resources and time. To address this problem, the author has created a cheat sheet for busy advisors. This article summarizes ten academic advising best practices, all of which is supported by research from NACADA scholars and practitioners.  

1. Build Rapport and Establish Relationships

Create relationships with students to enhance communication, collaboration, and connection.

Higgins (2017) emphasizes the importance of the advisor-advisee relationship in academic advising, asserting its centrality to student success through personalized guidance and support. The author explores strategies to cultivate strong, trust-based relationships, emphasizing active listening, empathy, and advice to address student needs. The article stresses that the quality of the advising relationship impacts students' educational and personal development. Barnett et al. (2006) investigate advisor behaviors that have been shown to improve communication with students. The authors suggest "microskills" like active listening, nonverbal communication, and effective questioning build rapport and understanding with students. The article highlights the positive effects of these microskills on student retention and satisfaction.

2. Create Plans and Set Goals

Work with students to develop academic plans that align with their goals and aspirations.

Burg and Mayhall (2002) discuss solution-focused advising. Their methodology encourages advisors to help students in identifying their own solutions to challenges rather than dwelling on past issues. Advising techniques include setting clear goals, identifying exceptions to problems, and utilizing past successes to increase confidence and motivation. Woodbury (1999) contends that integrating assessment practices into academic advising improves students' ability to achieve their goals. Assessment identifies student strengths and weaknesses, allowing advisors to offer more precise and effective guidance. Woodbury underscores the importance of ongoing feedback and data-driven decision-making in advising students.

3. Check-in and Follow-up

Schedule meetings to monitor student progress, address concerns, and provide support.

Kurland and Siegel (2013) apply attachment theory to student transitions from high school into college. The authors suggest that attachment styles significantly influence new student adjustment to college life and academic success. Secure, anxious, and avoidant are adjustment styles that correlate with factors like social integration, academic engagement, and other positive student outcomes. Understanding student attachment styles informs advisors of appropriate strategies and enhances student success during this transitional period in their lives.

4. Utilize Data to Inform Advising

Use available data and technologies to identify student trends and develop informed advising strategies.

Lema and Agrusa (2019) explore the integration of technology in academic advising to enhance student engagement and support. The authors discuss the benefits of using tools like predictive analytics, communication platforms, and personalized advising plans to improve student outcomes and retention. They emphasize the importance of a balanced approach that combines technological advancements and accurate data with the human touch to ensure effective and empathetic advising.

5. Promote High Impact Practices (HIPs)

Encourage students to be involved in research, internships, study abroad, and other HIPs.

Richard et al. (2021) share their analysis of high-impact practices and how they influence students' academic and professional development and their competitiveness in the admission process for health science programs. Their findings support how HIPs enhance student preparation and competitiveness through engagement for health-related professional schools. Zilvinskis et al. (2020) investigate the impact of academic advisor behaviors on students with disabilities. Their study reveals a significant discrepancy between advising students with and those without disabilities on the importance of HIPs.  Students with disabilities reported lower levels of encouragement from their academic advisors around involvement in HIPs.

6. Practice Culturally Responsive Advising

Recognize and respect students' diverse backgrounds, experiences, and multiple identities.

Museus (2021) discusses strategies for advisors to support diverse student populations, emphasizing culturally responsive advising and inclusive programming. The article highlights the importance of equitable advising practices in promoting student success and retention across diverse student demographics. Buchanan et al. (2022) examine the impact of advising micromessages on student affect and behavior in diverse university settings. The study investigates subtle cues and micro messages and how they are conveyed by advisors. The findings highlight the importance of intentional communication and culturally responsive advising practices designed to enhance student engagement, satisfaction, and academic success.

7. Promote Skill Development

Help students develop skills such as time management, study strategies, and critical thinking.

Renzulli (2015) explores the effectiveness of learning strategies in improving the academic performance of university students who are on academic probation. The author investigates time management, goal setting, and study skills workshops, assessing their impact on students' grades and academic standing. These learning strategies foster improvements in academic recovery for struggling students. Brooks-Harris et al. (1999) discuss a workshop structure designed to support at-risk students and reduce dropout rates. By providing targeted support and resources, the workshop encourages at-risk students to utilize supportive services. The authors offer guidance for advisors on implementing interventions designed to improve retention and success among at-risk students.

8. Prepare Students for Careers

Prepare students for post-graduation opportunities such as employment or further education.

Gordon (2019) introduces a structured framework for advising called the 3-I Process: Inquire, Inform, and Integrate. The inquire phase involves understanding students' interests, strengths, and goals through personalized advising sessions. The inform phase focuses on providing relevant information about career options, educational requirements, and job market trends. The integrate phase helps students connect their academic and career plans, promoting practical experiences like internships to bridge education and employment. This comprehensive approach encourages students to make informed career decisions. Dollarhide (1999) provides practical strategies for enhancing career advising practices. This includes methods for assessing interests and strengths, strategies for career exploration, and ways to develop career plans. Finally, Shaffer and Zalewski (2011) examine ways to advise foreclosure students, those who prematurely commit to a career path without exploring other options. The authors provide advising techniques to encourage self-reflection, aiming to help these students make more informed career decisions which ultimately enhances their satisfaction and success.

9. Engage in Professional Development

Stay updated on best practices, policies, and trends in global academic advising.

There are many ways to engage in professional development as an advising professional. Become a member of NACADA, The Global Community for Academic Advising. Attend one of NACADA’s ten annual Regional Conferences. Read the NACADA Journal, NACADA Review, and Academic Advising Today. Join up to three of the Advising Communities. Look for more professional development opportunities on the NACADA website.

10. Take Care of Yourself

Create and nurture a happier, healthier, and more effective academic advisor.

Soria et al. (2023) investigate factors contributing to burnout among academic advisors. The authors focus on workload, institutional support, role conflict, and the emotional demands of advising. Their findings can inform institutional policies to enhance advisors' working conditions and the support they provide to students. He et al. (2023) explore the beliefs, practices, and well-being perceptions of academic advisors, leading to the creation of a self-evaluation tool. The study examines how personal beliefs and professional practices affect their well-being and job satisfaction. The study aims to support a healthier work-life balance and improved support for all academic advisors.

References

Abelman, R., & Molina, A. (2001). Style over substance revisited: A longitudinal analysis of intrusive intervention, NACADA Journal, 21(1-2), 32-39. https://doi.org/10.12930/0271-9517-21.1-2.32. 

Barnett, S., Roach, S., & Smith, M. (2006). Microskills: Advisor behaviors that improve communication with advisees. NACADA Journal, 26(1), 6–12. https://doi.org/10.12930/0271-9517-26.1.6

Brooks-Harris, C. N., Mori, V. G., & Higa, L. M. (1999). Don't drop out, drop in: A workshop for at-risk students. NACADA Journal, 19(1), 50–53. https://doi.org/10.12930/0271-9517-19.1.50

Buchanan, T. M., Brown, A., Chirco, P., Klein, D., & Purgason, A. M. (2022). Messaging matters: The impact of advising micromessages on student affect and behavior across diverse university campuses. NACADA Journal, 42(2), 45–61. https://doi.org/10.12930/NACADA-22-04

Burg, J. E., & Mayhall, J. L. (2002). Techniques and interventions of solution-focused advising. NACADA Journal, 22(2), 79–85. https://doi.org/10.12930/0271-9517-22.2.79

Council for the Advancement of Standards in Higher Education. (2022). CAS standards for academic advising programs.

Dollarhide, C. T. (1999). Career process and advising: Tools for the advisor. NACADA Journal, 19(2), 34–36. https://doi.org/10.12930/0271-9517-19.2.34

Drake, J. K., Jordan, P. D., & Miller, M. A. (Eds.). (2013). Academic advising: A comprehensive handbook (2nd ed.). Jossey-Bass.

Folsom, P., Yoder, F., & Joslin, J. E. (Eds.). (2015). The new advisor guidebook: Mastering the art of academic advising. Jossey-Bass.

He, Y., Hutson, B. L., Bloom, J. L., & Cuevas, A. P. (2020). Advisor beliefs, practices, and perceptions of well-being: Development of an advisor self-evaluation instrument. NACADA Journal, 40(1), 23–35. https://doi.org/10.12930/NACADA-18-02

Higgins, E. M. (2017, June). The advising relationship is at the core of academic advising. Academic Advising Today, 40(2). https://nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/The-Advising-Relationship-is-at-the-Core-of-Academic-Advising.aspx

Kurland, R. M., & Siegel, H. I. (2013). Attachment and student success during the transition to college. NACADA Journal, 33(2), 16–28. https://doi.org/10.12930/NACADA-12-252

Lema, J., & Agrusa, J. (2019). Augmented advising. NACADA Journal, 39(1), 22–33. https://doi.org/10.12930/NACADA-17-018

Museus, S. D. (2021). Revisiting the role of academic advising in equitably serving diverse college students. NACADA Journal, 41(1), 26–32. https://doi.org/10.12930/NACADA-21-06

Renzulli, S. J. (2015). Using learning strategies to improve the academic performance of university students on academic probation. NACADA Journal, 35(1), 29–41. https://doi.org/10.12930/NACADA-13-043

Richard, L. H., Plaisance, J. M., Scott, B., & Poché, R. J. (2021). High impact practices and professional school acceptance in health science concentrations. NACADA Journal, 41(2), 18–26. https://doi.org/10.12930/NACADA-20-29

Ruiz Alvarado, A., & Olson, A. B. (2020). Examining the relationship between college advising and student outputs: A content analysis of the NACADA Journal. NACADA Journal, 40(2), 49–62. https://doi.org/10.12930/NACADA-19-33

Shaffer, L. S., & Zalewski, J. M. (2011). "It's what I have always wanted to do." Advising the foreclosure student. NACADA Journal, 31(2), 62–77. https://doi.org/10.12930/0271-9517-31.2.62 

Soria, K. M., Kokenge, E., Heath, C. A., Standley, E. C., Wilson, S. J. F., Connley, J. R., & Agramon, A. I. (2023). Factors associated with academic advisors’ burnout. NACADA Journal, 43(2), 105–120. https://doi.org/10.12930/NACADA-23-14

Woodbury, J. (1999). Advising with a strong assessment component helps students achieve their educational goals. NACADA Journal, 19(2), 10–17. https://doi.org/10.12930/0271-9517-19.2.10

Zilvinskis, J., Barber, R. E., Brozinsky, J. L., & Hochberg, S. R. (2020). Measuring the differential effects of behaviors of academic advisors for students with disabilities. NACADA Journal, 40(2), 15–32. https://doi.org/10.12930/NACADA-19-25